IT’S TIME FOR A REVOLUTION IN ASSESSMENT DYNAMICS

1. IT’S TIME FOR AREVOLUTION IN ASSESSMENT DYNAMICS

2. WE ASSESSTO: • INFORM INSTRUCTIONAL DECISIONS, & • ENCOURAGE STUDENTS TO TRY TO LEARN

3. REQUIREMENTS: • Gather accurate information about student achievement • Use assessment process and results to promote student efficacy and eagerness to learn

4. ACCURACY: GATHER DEPENDABLE EVIDENCE

5. ACCURATE EFFECTIVE USE PURPOSE

6. Always begin by asking: • What decisions? • Who’s making them? • What information will be helpful to them?

7. PURPOSE: Assess to meet whose info needs? • Classroom Level Users • Program Level Users • Institutional/Policy Users

8. DECISION? WHO? HELPFUL INFO? WHAT COMES NEXT IN THE LEARNING? STUDENT, TEACHER, & PARENTS CONTINUOUS INFO ON EACH STUDENT’S PROGRESS TO EACH STANDARD CLASSROOM USER NEEDS:

9. Products Skills Reasoning Knowledge

10. DECISION? WHO? HELPFUL INFO? STANDARDS MASTERED? PROGRAMS WORKING? TEACHERS (IN TEAMS), PRINCIPAL, CURRIC DIR PERIODIC BUT FREQUENT EVIDENCE AGGREGATED ACROSS STUDENTS INDICATING STANDARDS MASTERED OR NOT PROGRAM INFO NEEDS:

11. CLASSROOM LEVEL CONTINUOUS INDIVIDUAL INFO FOCUS ON BUILDING BLOCKS INFORMS STUDENTS & TEACHERS PROGRAM LEVEL PERIODIC GROUP DATA FOCUS ON STANDARDS INFORMS TEACHER TEAMS & LEADERS (NOT STUDENTS) NOTE THE DIFFERENCES

12. DECISION? WHO? HELPFUL INFO? ARE ENOUGH STUDENTS MEETING STANDARDS? SCHOOL, DISTRICT, & COMMUNITY LEADERS ANNUAL TEST SCORES AGGREGATED ACROSS STUDENTS SHOWING % MEETING STANDARDS INSTITUTIONAL INFO NEEDS:

13. KEY TO SUCCESS?BALANCED ASSESSMENT! • ANNUAL ACCOUNTABILTY TESTING • INTERIM, BENCHMARK, SHORT-CYCLE, COMMON TESTS • CONTINUOUS CLASSROOM ASSESSMENT

14. KEY TO SUCCESS?ASSESSMENT SYNERGY! • ALL ASSESSMENT ARISE FROM HIGH-QUALITY STANDARDS • ALL ASSESSMENTS PRODUCE ACCURATE EVIDENCE • ALL USERS USE ASSESSMENT TO BENEFIT STUDENT LEARNING

15. EFFECTIVE USE ACCURATE PURPOSE TARGET

16. CLEAR LEARNING TARGETS • Start with state standards

17. CLEAR LEARNING TARGETS • Start with state standards • Deconstruct into scaffolding leading to each standard (local curriculum maps)

18. Products Skills Reasoning Knowledge

19. CLEAR LEARNING TARGETS • Start with state standards • Deconstruct into scaffolding leading to each standard (local curriculum maps) • Transform into student-friendly versions

20. DESIGN ACCURATE EFFECTIVE USE PURPOSE TARGET

21. DESIGN FEATURES • Select a proper method • Built of quality ingredients • Sample appropriately • Prevent bias

22. EFFECTIVE COMMUNICATION DESIGN ACCURACY EFFECTIVE USE PURPOSE TARGET

23. EFFECTIVE COMMUNICATION FITS THE CONTEXT • RESULTS UNDERSTANDABLE TO ALL USERS • SUFFICIENTLY DETAILED TO INFORM BUT NOT OVERWHELM • IN TIME TO INFORM & HELP

24. EFFECTIVE COMMUNICATION DESIGN ACCURACY EFFECTIVE USE PURPOSE STUDENT INVOLVEMENT TARGET

25. EFFECTIVE USE: PRODUCTIVE ASSESSMENT DYNAMICS

26. Our schools were designed to leave lots of students behind—they were to rank us on achievement by the end of high school: RESULT? WINNERS/LOSERS

27. PRIORITIES CHANGE: SOCIETY WANTS ALL WINNERS! As we continue to evolve toward greater technical & social complexity, LIFELONG LEARNING SKILLS BECOME ESSENTIAL

28. AND SO, • Reading comprehension • Ability to write effectively • Math problem solving BECOME KEYS TO LIFELONG LEARNING

29. Schools that merely sort no longer meets our education needs…

30. SO SOCIETY CHANGES THE MISSION OF SCHOOLS: FROM: LEAVE LOTS BEHIND TO: LEAVE NO CHILD BEHIND ACCOUNTABILITY? ALL STUDENTS MEET STANDARDS

31. A NEW MISSION: • ALL STUDENTS MUST HIT ACADEMIC TARGETS • AND TAKE RESPONSIBILITY FOR THEIR OWN LEARNING; • CLOSE ACHIEVEMENT GAP

32. IF ALL STUDENTS ARE TO MEET STANDARDS, • ALL STUDENTS MUST BELIEVE THEY CAN, SO THEY WILL TRY • LOSING STREAKS & HOPELESSNESS NO LONGER FIT INTO OUR MISSION

33. KEYS TO SUCCESS? • LOCATE STUDENT ON THE SCAFFOLDING • ESTABLISH THE VALUE OF THE NEXT TARGET • MAKE IT APPEAR REACHABLE TO THEM (PROMOTE HOPE) • SHOW STUDENTS THEMSELVES SUCCEEDING

34. Products Skills Reasoning Knowledge

35. REFINED GUIDING PRINCIPLES! We must assess accurately, and use results effectively in order to make sure studentsreact productively to the assessment results.

36. THE STUDENT’S EMOTIONAL REACTION TO RESULTS WILL DETERMINE WHAT THAT STUDENT DOES IN RESPONSE

37. PRODUCTIVE RESPONSE TO ASSESSMENT RESULTS: • I UNDERSTAND THE RESULTS • I KNOW WHAT TO DO NEXT • I’M OK • I CHOOSE TO KEEP TRYING

38. THE COUNTERPRODUCTIVE • HOPELESS RESPONSE: • I DON’T UNDERSTAND • I HAVE NO IDEA WHAT TO DO • I’M NO GOOD AT THIS, ANYWAY • I GIVE UP

39. 60 YEARS OF TESTING HAS FAILED TO RECOGNIZE: What STUDENTS think about and do with assessment results is as important as what adults think and do…

40. ASSESSMENT FOR LEARNING: Creating a Culture of Confidence

41. REQUIREMENTS: • Assess accurately & • Manage and share results effectively in order to • Elicit a productive emotional reaction to the assessment results from the learner

42. Crucial Distinction Assessment OF Learning: How much have our students learned in the past? Assessment FOR Learning: How can we help our students learn more in the future?

43. Assessment OF Learning Assessment FOR Learning Reason To Inform Focus Overview Check status Improve learning Others about students Students about themselves Standards Enabling targets

44. Products Skills Reasoning Knowledge

45. Assessment OF Learning Assessment FOR Learning Example Place in Time Overview External accountability tests and classroom assessments used for grading Assessments that diagnose needs or help students see themselves getting better An event after learning A process during learning

46. Teacher’s Role inAssessment FOR Learning • Master each standard • Deconstruct each into enabling targets • Transform into student-friendly version • Transform to accurate classroom assessments • Use those in collaboration with students to track growth—to promote winning streaks

47. Assessment FOR Learning Applications: • Student-Involved Classroom Assessment • Student-Involved Record Keeping • Student-Involved Communication

48. To improve, students must: • Know what good work looks like • Compare their work to that standard • Understand how to close gaps Royce Sadler, Australia

49. Know what good work looks like • Start instruction with a student-friendly version of the target • Accompany that with samples of student work

50. Compare their work to that standard • Provide continuous descriptive feedback • Teach students to generate their own feedback & set goals